10.57647/jee.2026.0901.10

Identifying the Dimensions and Components of the School-as-Community Educational Hub Model

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  • Masoume Foladi1,
  • Mohammad Jafar Mahdian*2,
  • Alireza Faghihi1,
  1. Department of Educational studies and curriculum planning, Ar. C., Islamic Azad University, Arak, Iran
  2. Department of Educational management, Bo.C. Islamic Azad university, Borujerd, Iran

Received: 2025-09-09

Revised: 2025-12-12

Accepted: 2026-01-10

Published in Issue 2026-06-30

Copyright (c) 2026 Masoume Foladi, Mohammad Jafar Mahdian, Alireza Faghihi (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Foladi, M., Mahdian, M. J., & Faghihi, A. (2026). Identifying the Dimensions and Components of the School-as-Community Educational Hub Model. Journal of Education Experiences, 9(1). https://doi.org/10.57647/jee.2026.0901.10
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Abstract

The present study was conducted using a mixed-methods approach (qualitative and quantitative) with the aim of examining the dimensions and components of the school as a community educational hub. The statistical population consisted of experts in educational sciences, specialists in curriculum planning and educational management, and experienced school administrators. A purposive sampling method was used to select 18 participants based on specific criteria, considering the principle of theoretical saturation. In line with the objectives and research questions, data were collected through semi-structured interviews, thematic analysis, literature review, and examination of relevant sources. To assess the validity of the proposed model, various methods were employed, including face and content validity, item analysis, and confirmatory factor analysis. Furthermore, the implementation status of the model was evaluated using repeated measures ANOVA in SPSS version 22. The literature review highlighted four main dimensions: (1) characteristics of a community-based educational leader, (2) community-based culture, (3) community-based structure, and (4) community-based teacher. The components associated with these dimensions were identified through semi-structured interviews, forming the initial conceptual model. After statistical validation, the final model was developed by determining specific indicators. Ultimately, confirmatory factor analysis confirmed the quality and validity of the proposed model based on cross-validity and composite reliability. The current status of schools in Tehran indicated that, based on the derived model, the condition of these schools is below the average level in terms of the degree of community-centeredness, the characteristics of community-centered educational leadership, community-centered culture, community-centered structure, and community-centered teachers.

Keywords

  • Education,
  • Community,
  • Community educational hub,
  • School
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